Chemistry Lab Safety Guide

7/29/2019 Chemistry Lab Safety Guide

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STUDY GUIDE & PRACTICE QUESTIONS

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STUDY GUIDE &

PRACTICEQUESTIONS

REVISEDWINTER 2012


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TABLE OF CONTENTS

INTRODUCTION ..................................................................................................................................... 41. LAB RULES & BASIC LAB PRACTICES .................................................................................................. 5

BASIC LAB PRACTICES ..................................................................................................................................... 5LABORATORY REGULATIONS UCSD Teaching Laboratories ............................................................................. 9Prepare & Protect Yourself ............................................................................................................................. 9Prevent Accidents and Spills .......................................................................................................................... 10Respond Appropriately to Accident, Spill, or Sudden Illness .......................................................................... 11LAB RULES & BASIC LAB PRACTICES Questions: ............................................................................................. 12

2. FIRE SAFETY ..................................................................................................................................... 13FIRE PREVENTION.......................................................................................................................................... 13FIRE RESPONSE.............................................................................................................................................. 14FIRE SAFETY Questions: ................................................................................................................................. 15

3. EMERGENCY & DISASTER RESPONSE ................................................................................................ 16PREPARE TO RESPOND .................................................................................................................................. 16Prevent Injuries and Spills ............................................................................................................................. 16CLOTHING FIRE: STOP! DROP! ROLL! ....................................................................................................... 17FIRST AID ...................................................................................................................................................... 17MINOR INJURIES: BURNS & CUTS ................................................................................................................. 18SUDDEN MAJOR ILLNESS ............................................................................................................................... 18HAZARDOUS CHEMICAL SPILL ON SKIN OR IN EYE ......................................................................................... 18BUILDING EVACUATION ................................................................................................................................ 19EMERGENCY RESPONSE INFORMATION ........................................................................................................ 20BUILDING EVACUATION Natural Science Building .......................................................................................... 21BUILDING EVACUATION York Hall ................................................................................................................. 22EMERGENCY AND DISASTER RESPONSE Questions: ....................................................................................... 23

4. HAZARDOUS MATERIALS ................................................................................................................. 24UNDERSTAND THE HAZARD

THEN MINIMIZE THE RISK ............................................................................... 24

HAZARD IDENTIFICATION .............................................................................................................................. 25HAZARD ASSESSMENT ................................................................................................................................... 27HANDLING & STORAGE ................................................................................................................................. 29HAZARDOUS MATERIALS Questions: ............................................................................................................. 31


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5. HAZARD COMMUNICATION ............................................................................................................. 33MSDS ORGANIZATION ................................................................................................................................... 34LOCATE AN MSDS & BUILD YOUR COLLECTION .............................................................................................. 35LABEL YOUR MATERIALS ............................................................................................................................... 35Other sources of information ........................................................................................................................ 36HAZARD COMMUNICATION Questions: ......................................................................................................... 37

6. ENGINEERING & ADMINISTRATIVE CONTROLS ................................................................................ 38ENGINEERING & ENGINEERING CONTROLS Questions: .................................................................................. 39

7. PERSONAL PROTECTIVE EQUIPMENT (PPE) ..................................................................................... 40LAB CLOTHING .............................................................................................................................................. 40LAB GLOVES .................................................................................................................................................. 40Safety eyewear ............................................................................................................................................. 41PERSONAL PROTECTIVE EQUIPMENT (PPE) Questions: .................................................................................. 44

8. WASTE MANAGEMENT ................................................................................................................... 45WASTE MANAGEMENT Questions: ................................................................................................................ 46

9. SPILL RESPONSE ............................................................................................................................... 47SPILL RESPONSE Questions: ........................................................................................................................... 48


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INTRODUCTION

ALL students in introductory UCSD chemistry lab classes (CHEM 7L, 100A, 143A and 143AH)are required to demonstrate an understanding of general laboratory safety and familiarity withthe UCSD Chemistry Teaching Lab Rules.

A LAB SAFETY EXAM is given during the first week of class; a passing score on the examfulfills this safety requirement. Students who FAIL to demonstrate an understanding of generallaboratory safety and familiarity with the UCSD Chemistry Teaching Lab Rules may be droppedfrom the course with a grade of "W."

This Study Guide is presented, in addition toWorkshops, in response to the request ofstudents. It must be considered a work in progress; we expect errors and omissions will befound and we plan to update it as needed. Please send us your corrections and suggestions,

either for additional topics or for study questions.This Guide can only be an introduction to the study of laboratory safety, emergency responseand hazardous materials management. We hope our student readers will develop a culture ofsafety that allows them to connect their chemical studies and their lab exercises with anassessment of chemical & physical hazards. We hope this text clarifies the logic ofrecommended safety protocols. As safety professionals, our goal is that our students will carrythat culture of safety with them to work and to home and apply it to the management andstorage of hazardous materials in a variety of settings.

Study questions are provided after each section. It is hoped that these will provoke thoughtfulresponses, rather than rote memorization. If careful reading of the text doesn't supply a basis fora reasonable answer, please contact us for assistance (and to help us improve the Guide). Notethat not all Safety Exam questions are included, although we've attempted to cover all pertinenttopics. Group study is strongly recommended. Students who give each topic critical thought andsuggest a reasonable answer to each question should be well prepared for the Safety Exam.

Versions. The original Study Guide was a pilot project for Summer 2003. The Study Guide isupdated periodically, as needed. Please send suggestions and corrections to the Teaching LabsSafety Coordinator for inclusion in future versions.

Winter 2012

Sheila Kennedy, CHO

Safety Coordinator, Teaching LabsDepartment of Chemistry & Biochemistry

1110 Natural Sciences Bldg., MC 0303

(858) 5340221

John Palmer, PhD

Safety DirectorDepartment of Chemistry & Biochemistry

2254 Urey Hall, Mail Code 0332

(858) 534-5906
http://www-chem.ucsd.edu/undergraduate/teaching-labs/lab-safety/safety-training/index.htmlhttp://www-chem.ucsd.edu/undergraduate/teaching-labs/lab-safety/safety-training/index.htmlhttp://www-chem.ucsd.edu/undergraduate/teaching-labs/lab-safety/safety-training/index.htmlhttp://www-chem.ucsd.edu/undergraduate/teaching-labs/lab-safety/safety-training/index.html


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1. LAB RULES & BASIC LAB PRACTICES

LAB RULES for the UCSD Chemistry & Biochemistry Teaching Laboratories (the CHEMTeaching Labs) are posted in your lab (& included here). Remember that each organization orinstitution has its own set of rules many will be the same or similar to ours, but check the localrules wherever you work.

To prepare for working in the Labs, study the BASIC SKILLS and RULES outlined here. Manyof the practices recommended have been developed for safety to protect lab workers fromaccidents and contamination. Others affect the precision and accuracy of the results obtained inlab exercises. Some have implications for both safety & scientific accuracy.

Note particularly the rules concerning preparation and appropriate behavior. Arriving preparedallows each student a full benefit of the lab experience. Appropriate clothing (seePERSONALPROTECTIVE EQUIPMENT)protects the body & feet from accidental contact with hazardousmaterials. Students who arrive unprepared or inappropriately dressed will be dismissed.

BASIC LAB PRACTICES

EATING, DRINKING, GUM CHEWING, AND SMOKING ARE FORBIDDEN in lab (to avoidchemical ingestion, excessive inhalation of harmful vapors and ignition sources). Food, drinks,and smoking materials (including chewing tobacco) should be left outside the lab or stored insecurely closed containers away from lab work areas.

Prudent practice. Review these guidelines frequently until these practices become habitual;many of our guidelines reflect practices common throughout labs in industry & the researchcommunity. In a situation not covered by these specific guidelines or theLAB RULES, the

careful worker will ask "What would a prudent person do?" ( i.e., what would be the careful andsensible action?). Such prudent practice decisions save time, work and lives.

Arrive prepared. Understand the materials and equipment you will use in lab contact yourInstructor or TA for further information if the materials provided are not clear. Know thehazard(s) of each substance in your work plan list materials, hazards and the appropriateprotection in your lab notebook as part of your pre-lab planning.

On DAY ONE and every day, bring to class:

chemical splash goggles;

long-sleeve, knee-length lab coat;

lab notebook;

pen and a water-proof marker for marking glassware.

Chooselab clothingcarefully. Cover skin to protect from chemical spills and broken glass.Choose solid, non-absorbent shoes that cover the whole foot to protect feet from chemicals andbroken glassware. Wear long trousers (or equivalent) and a long-sleevelab coat. Lab coatsprotect clothing from fine aerosols as well as larger spills. Wear them only for lab work andremove them before leaving the lab area. When carrying a coat away from the lab, pack in aplastic bag to protect books & other items.


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Avoid loose or synthetic clothing for lab work; remove loosejewelry; secure hair and clothing away from flames,equipment, and chemical contamination.

A laboratory is a workplace. The list of things not permittedin chemistry labs is long begin with eating, drinking, cooking,applying makeup, smoking and anything else that mightincrease the chance of ingesting lab chemicals. Carefulworkers do not touch hands to their faces while working in lab.You know yourself best - plan to take a break during the workperiod to remove goggles, get a drink or have a snack, ifneeded.

Professional and serious behavior is expected at all times;rowdy or boisterous play or pranks of any kind will be deemedcause for expulsion from lab.

Housekeeping. Store backpacks and other extra materials away from work areas and off floorsto protect them and to keep walkways clear. Keep work areas clear; store extra glassware and

materials as soon as you finish with them, keeping only essential materials on the workbench.

Use cotton towels to dry wet hands & clean surfaces. Use paper toweling for absorbinghazardous materials. Dispose of dirty waste paper (towels, Kimwipes, etc.) in trash receptacles.

Clean your work area every day:

Clean hood areas and benches at the end of each session.

Check to be sure all reagents and waste containers are securely closed.

Clean lab surfaces with sponges;

Paper with absorbed hazardous chemicals should be placed in solid hazardous wastecontainers, not in the general trash.

Broken glass contaminated with hazardous or smelly materials can be rinsed withappropriate solvent before placing shards in the broken glass container.

Handle hazardous materials with correct techniques. Your TA may instruct you in thesetechniques as well:

Spills on inert surfaces (for spills on people, seeFIRST AID). Regardless of how small,spills must be THOROUGHLY CLEANED (seeSPILL RESPONSEfor specificinstructions).

Label all containers before filling. Using a waterproof marker or tape, clearly note thechemical you intend to put into a container. A graduated cylinder can be marked acrossthe horizontal foot.

Never touch hazardous chemicals with bare hands; use tools such as tongs and scoops.

Never remove chemicals from the laboratories. Do not attach samples to lab reports ornotebook pages. In addition to causing disposal problems, taking samples from labcreates the potential for an accidental exposure.

Anhydrous materials (such as NaOH, CaCl2, MgSO4 orNaSO4) may absorb water fromthe air and MUST be kept tightly closed between uses. Left in the air, NaOH or KOHpellets will absorb moisture and produce a puddle of concentrated corrosive liquid on thework bench a serious skin exposure hazard.


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Bottles, stoppers and caps. Keepsupply bottles and waste containers tightlycapped at all times between uses. Afterremoving material from a container,replace the cap immediately, making sureto use the correct cap. Bottle caps and

stoppers can contaminate a workbench orhood surface. Hold the cap while pouringask your TA to demonstrate this technique.If the bottle is awkward or too large, placethe cap on a watch glass or weighingpaper.

Record all data immediately in the labnotebook. Any copying from temporarynotes risks introducing errors in recorded

data. Build this habit from the beginning: in a research lab, the dated and signed laboratory

notebook may become evidence of priority in a discovery.

TECHNIQUE:Avoid contamination of reagents: Dispense chemical only from bottlesnever return them to bottles.

For a solid sample,

pour an approximate amount into a small beaker or watch glass, then use a spatula totransfer what you need to your receiving container; return your container to the balance.

The excess material left from using these techniques can be given to another worker;dispose of any remaining excess in the excess material container provided. Do not leavethe excess material unattended and do not return it to the supply bottle.

Transferring liquids.

Never pipette by mouth.

A liquid may have a dedicated dispensing pipette or syringe. Take care to keep thepipette with its bottle. Dont put any other pipette into a liquid reagent bottle.

If no dedicated pipette is supplied, pour the approximate amount needed into a graduatedcylinder or test tube, then pipette the sample into your flask or beaker.

Never return unused material to a reagent bottle.

Use a funnel when transferring liquids.

If a reagent spills down the outside of a bottle, rinse the bottle, collect the rinse solventand transfer solvent immediately to an appropriate waste bottle.

o Cap the bottle tightly & hold it over a beaker.

o For inorganics, rinse the bottle with water.o For organics, rinse the bottle with acetone.

TECHNIQUE: Add a concentrated acid or base slowly to water with stirring; thisprocedure avoids local heating and splattering of the corrosive material.


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Balances.

Remember to calibrate and tare the balance ask the TA for instruction.

Clean the balance area after each use.

Never leave any solid or liquid in or around the balance area. Use the brush to clear thebalance area.

TECHNIQUE: Do not place loose powders directly on balance pans. Select smooth paperor a small beaker, according to the size of the sample needed. Remove the containerfrom the balance to add loose material; return it to the balance and record the mass inyour notebook.

Waste disposal. Each lab exercise in the Teaching Labs has specific instructions about properwaste handling and disposal. Unless you have specific instructions to dispose to drains,assume all experimental wastes are hazardous and look for appropriate waste containers (seeWASTE MANAGEMENT). On each hazardous waste container is a clear description of thematerial(s) it should contain. Put waste materials in the PROPER container. Note the maximumfill line for each container. NEVER FILL THE BOTTLE ABOVE 90% of the container volume.Close a full bottle & leave it in its tray. Request a replacement waste bottle from the Stockroom(YORK 3150 or NSB1104).

Thermometers and glass tubing. When inserting a thermometer or glass tube into a rubber

stopper, lubricate the glass with water, stopcock grease or glycerin and protect both hands withpaper or cloth toweling. Grasp the thermometer or tubing near the stopper and push gently witha twisting motion.

Laboratory hoods. The vented laboratory hoods provided in the Teaching Labs are an integralpart of the air handling system (seeENGINEERING CONTROLS). Hoods provide a safe workarea for volatile hazardous materials. Air flows into the hood through and around the face frameand carries vapors and fumes out of the laboratory. Work in a hood when handling volatilematerials that are toxic, corrosive, flammable or odorous.


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LABORATORY REGULATIONSUCSD Teaching Laboratories

Prepare carefully. Attentive and considerate behavior is expected at all times. Maintain clean laboratorybenches and common areas. Clean your own work area and any common areas assigned to you.

EATING, DRINKING, GUM CHEWING, AND SMOKING ARE FORBIDDEN in lab (to avoid

chemical ingestion, excessive inhalation of harmful vapors, and ignition sources). Food, drinks,and smoking materials (including chewing tobacco) should be left outside the lab or stored insecurely closed containers away from lab work areas.

Prepare & Protect YourselfThe minimum level of safety protection needed in the Teaching Labs is safety eyewear, long pants, closedshoes, and long lab coat. Students who arrive unprepared or inappropriately dressed may be dismisseduntil ready to work.

SAFETY EYE PROTECTION: [Note: this is the Department rule; individual Instructors may usea more restrictive rule (e.g., goggles only).] Safety Eye Protection must be worn by everyone

when anyone in the lab works with glassware or chemicals. All students, faculty, staff, andvisitors are required to wear approved splash goggles or safety glasses, in addition to anyprescription glasses.

Chemical splash goggles are required whenever anyone is transferring more than asmall amount (~25 mL) of a hazardous material or when performing any operation involving asplash hazard. Safety glasses are designed for use in normal laboratory operations but offeronly minimal splash protection.

Approved goggles and glasses. Chemical splash goggles (close fitting & indirectlyvented) are required for some classes check the syllabus. The Teaching Labs Stockrooms arenot equipped to lend or sell goggles. With prescription glasses, choose safety glasses designedto fit over glasses or choose goggles. For goggles from other labs/schools/activities, check with

Safety Coordinator or Instructor.Additional eye and face protection (e.g., full-face shields) are available and used asdirected by the experimental procedure or the lab supervisor. Always be sure to use proper eyeprotection with ultraviolet (UV) lamps and lasers.

Contact lenses: Worn with safety eyewear (required for everyone), contact lens wearis acceptable. The current understanding is that using contact lenses in lab creates no additionalhazard.

APPROPRIATE CLOTHING: Lab Coats, Long Pants and Closed Shoes are required.Choose sturdy shoes that cover the whole foot and protect from spills and broken glass. Wear aknee-length,long sleeve lab coat closed to protect skin & clothing. Coat sleeves must coverarms & shirts. Wearlong pants (or equivalent) to protect from spills & splash. Avoid loose or

synthetic clothing; remove loose jewelry; secure hair and clothing away from flames, equipment,and chemical contamination.

GLOVES are provided in the labs and should be worn when working with hazardous chemicals.Ask the lab staff if you do not find suitable gloves stocked in your classroom. Remove glovesand wash hands before leaving the lab and entering public areas.

KNOW THE HAZARDS OF MATERIALS before beginning any procedure. Check theappropriate Material Safety Data Sheet (MSDS); additional information is available on bottle


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labels, in your laboratory manuals & textbooks, in the laboratories, in the Science & EngineeringLibrary and in the Chemistry Teaching Lab Stockrooms (YORK 3150 and NSB 1104).

KNOW YOUR SAFETY EQUIPMENT: In each lab, learn the exits & evacuation routes, whethera telephone is installed, location of first aid station(s), shower/eyewash stations, spill controlmaterials & fire extinguishers.Learn how to summon assistance from the Stockroom, Campus Police, or EH&S, as appropriate(see below).

KNOW YOUR OWN LIMITS: If you have limited mobility or any condition that may limit yourability to work safely, consult with the lab staff, campus EH&S, and your health care provider. Ifyou carry medication that might be needed on an emergency basis (e.g., for diabetes orasthma), inform your lab supervisor or a responsible coworker. Work stations forphysicallyimpaired or temporarily disabled students are available; if you need these facilities, ask yourInstructor.

EMERGENCY RESPONSE INFORMATION forms allow students & staff to communicatemedical information to emergency responders; blank forms are available in the Teaching LabsStockrooms.

Prevent Accidents and Spills

Attentive and considerate behavior is expected at all times. Maintain clean laboratory benchesand common areas. Horseplay and pranks are especially dangerous in a laboratory setting andare forbidden at all times. Distractions (such as music, telephones, headphones and ear buds)are forbidden, as they may distract the user from the task at hand or prevent the user fromhearing instructions or warnings.

Keep all lab materials and lab gloves away from the face & mouth. Never pipet or start a siphonby mouth; this has been a source of serious laboratory mishaps. Never work alone in thelaboratory and never perform unauthorized experiments. Students are to be in the Teaching

Labs only when attended by an Instructor, TA, or member of the lab staff.HAZARDOUS MATERIALS HANDLING: Label all containers with contents (material &concentration) and chemical hazards. Store hazardous materials in secondary containers(trays or tubs) and segregate materials according to hazard classes. Store hazardous materialsbelow eye level and return materials to their proper storage locations. Date containers whenfirst opened.

Special secondary containers are provided for carrying hazardous materials outside the lab orbetween labs. To obtain a refill from the Stockroom, choose the appropriate secondarycontainer to carry the empty bottle. At the Stockroom, request a refill and carry the filledcontainer back to lab in the secondary container. Return the filled bottle & the carrier to their

storage locations.HAZARDOUS WASTE MANAGEMENT. Hazardous waste containers are provided; choose thecorrect container for chemical hazardous waste and for all broken glass (& other sharps).Unless explicitly instructed, do not dispose of any waste to the drains. Read labels and ask theTA, the Instructor, or the lab staff person for your course. The Environment, Health and SafetySpecialist at the Teaching Labs (see below) or the lab safety staff at UCSD EH&S (x 43660) canalso help you find information.


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Use LABORATORY FUME HOODS for all work involving (or producing) flammable, corrosive,fuming or noxious chemicals. Any volatile toxic substance should be opened & used only in alaboratory hood. When in doubt, place the work in a hood and read MSDS.

Respond Appropriately to Accident, Spill, or Sudden Illness

**** TA must not leave students unattended in the classroom. ****SUMMON ASSISTANCE and if you are trainedADMINISTER FIRST AID. Call theTeaching Lab Stockroom or send an uninjured person with a message. Emergency contactinformation is posted near each telephone (where available). If you suspect an ambulance isneeded, do not hesitate to callfor assistance: 858-534-4357.

An ACCIDENT REPORT is necessary forany accident or chemical spill, no matter how minorthe incident seems. These records are important in identifying recurring injuries, near misses, orproblem areas.

PERSONAL EXPOSURE: Ifclothing catches fire or if a hazardous chemical is spilled onskin or in eyes, assist the exposed person to the shower/eyewash and rinse the areas of

contact with copious amounts of water for 15 minutes or until assistance arrives; removecontaminated clothing. Call 858-534-4357 or send an uninjured person to notify the lab staff toensure injuries receive proper treatment.

SPILL CLEANUP: Do not attempt without proper protective equipment. For large or veryhazardous spills, call for assistance. Forsmall spills, use the spill cleanup kits and PPEprovided; consult your lab supervisor and Material Safety Data Sheets for cleanup precautions.Double bag and label contaminated materials; store in the Hazardous Waste Area of the lab.Notify the lab staff disposal will be arranged. For a mercury (Hg) spill use onlymercurycollectors provided in spill kits. Never mix mercury with other waste.

BUILDING EVACUATION: Always assure the safety of people before considering any damageto property. When instructed, leave the lab immediately. Use stairs, never elevators (power mayfail in an emergency). Pull the fire alarm as you exit. At a safe location, call 858-534-4357 andreport the situation to the UCSD police. Go to the assigned location for your lab or building. Labsupervisor will take attendance (to assure everyone is safe) and provide this information toresponding emergency personnel. Do not leave the area or reenter buildings until instructed todo so. Note any injuries to yourself or others and any remaining dangers. Provide assistance toinjured persons, as long as you do not place yourself in additional danger.

FIRE: Forclothing fire, respond immediately: douse with shower or smother with fireblanket, fire extinguishers, coat, or towels; call for assistance. Do not attempt to fightequipment/property fires in the lab; evacuate the lab quickly (see BUILDING EVACUATION);close doors and call for assistance.

EARTHQUAKE: Move away from overhead lights, heavy unsecured objects, and hazardousmaterials. Choose a sheltered position to wait (under a table, in the frame of a closed door, oragainst a bearing wall). Once tremors stop, shut down gas lines & heat sources. Exit thebuilding quickly (see BUILDING EVACUATION).


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LAB RULES & BASIC LAB PRACTICES Questions:

What is the reason for prohibiting ALL food, drink, and smoking materials in the labs?

What clothing is appropriate for CHEM lab workers?

Where should books be stored in lab?

What does prudent practice mean?

Proper lab techniques often have both scientific and safety reasons. Which of thefollowing items has both significant scientific andsafety implications?

Wearing closed shoes and safety eye protection

Opening chemical bottles carefully and transferring chemicals without spills

Noting numerical experimental results with appropriate significant figures

Carefully reading names and other label information on chemical reagents used inexperimental protocols

Why is the practice of using a spatulas to scoop powder from a bottle discouraged?Whats a preferred technique?

What should you do with excess materials you wont use?

What kind of work is best done only in a fume hood?

Check dictionary definitions: distinguish clearly between volatile and hazardous. Areall volatile materials hazardous?

OurLAB RULES are posted in the labs & available on our website. How could you findthe RULES for another lab you planned to visit?


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2. FIRE SAFETY

FIRE PREVENTIONFire Tetrahedron: Four elements are necessary for a fire:

a fuel,

an oxidant,

an ignition source and

a reaction mechanism.

If any one of these is missing, a fire will die or fail to ignite.

Understanding this gives you a way to think about how a firemay progress. In an "ordinary" fire, the fuel could be wood or

paper, the oxidant could be oxygen from the surrounding air,and the ignition source could be a match. In the lab, the firemight consist of natural gas, ambient oxygen and a sparkfrom a flint lighter, or the vapor from an open beaker of etherplus ambient air and the heat from a hot plate.

In any of these situations, the fire can be stopped (orprevented) by keeping the fuel (wood, gas, or ether) awayfrom the heat/ignition source (match, spark, hot plate). (In thelast case, the flammable solvent should not have been usedin the same area as a hot plate.)

An open flame, under careful control, is a useful lab tool andhas many applications. Organize work to leave substantialspace between the burner flame any materials that are notintended to be part of a reaction: restrain sleeves & hair;manage gas hoses and store books away from work areas.

Remember that equipment such as tripods and ring stands, once heated by the flame, remainhot for some time. Keep containers of flammable materials closed. If many flammable materialsare present, set aside a limited area of the lab for open flames and keep all flammable materialsaway from the flame area.

Anticipate working with open heat sources when preparing for lab. Choose flame retardantnatural fibers, such as cotton, wool and linen, for lab clothing. Synthetics fibers tend to burn

easily or melt onto skin and are particularly inappropriate for lab wear.

In lab, remove loose jewelry and restrain loose clothing. Manage long hair to prevent loss orcontamination. These items can catch fire or contact hazardous chemicals. Synthetic (acrylic)fingernails have been tested for flammability and are surprisingly flammable and, once ignited,very difficult to extinguish.

FIRE TETRAHEDRON. The four

sides of the solid tetrahedronrepresent the four necessaryelements of a fire. Removing anyone side destroys the solid shape.


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FIRE RESPONSE

Always consider the safety of people as your first priority in any emergency response.

A student's normal response will be evacuation of the area, assisting others where possible.Shut down any open flames or electrical equipment in your area, if you can do so safely andwithout delay (seeBUILDING EVACUATION).

Once students are safe, persons trained in theuse of fire extinguishers can consider using fireextinguishers.

Clothing or hair on fire is a seriousemergency that requires immediate responsefrom the nearest unaffected person, as thevictim will be unlikely to remember previoustraining. Use any means at hand to prevent thevictim from running, as running feeds theflames and makes the fire worse. Smother thefire with any item available (coats, blankets,

jackets, sweatshirts, etc.). Fire blankets areprovided in the labs for this purpose, but thenearest available item should be used to respond without delay.

Fire extinguishers are placed in the labs to be used by trained personnel always working inpairs, never alone. Lab TAs are trained in the use of fire extinguishers, as are some of the labassistants. It is not expected that students have been trained & they are not expected orencouraged to use fire extinguishers. Students should learn about extinguishers as part of basicsafety training and take advantage of any opportunity to be trained in their use.

Each fire extinguishers is designated (A, B, C, etc.) according to the type of fire it is designedto extinguish. Learn the mnemonic for each to help you remember the types:

EXTINGUISHER CLASS: for fires involving:

Class A (Ash) ordinary combustible materials (e.g., trash, wood or paper)

ClassB(Burning liquids) burning liquids (e.g., organic solvents, gas, paint)

Class C (Current) energized electrical equipment

Other classes exist, but these are the ones of concern in our introductory courses. An ABCcombination extinguisher can be used on any or all of these fires. It contains a dry chemical

powder. The Class B extinguishers provided in the organic chemistry labs contain carbondioxide (CO2) under pressure.


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FIRE SAFETY Questions:

What should you do if you observe a fire in an unattended hood in the lab?

What would be the effect of covering a beaker of burning acetone with a large watchglass?

What kind(s) of fire extinguishers are supplied in your lab?

How many of each kind?

For what kind of fire is each intended?

Which of those fire extinguishers would a trained worker choose to extinguish a paper fire(for example, a research notebook, containing all the lab notes for a long-term research

project)?

What kind of fire extinguisher would be chosen to extinguish a fire involving an organicsolvent (e.g., ethanol or acetone)?


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3. EMERGENCY & DISASTER RESPONSE

An appropriate response to any emergency always considers people before property. It is theresponsibility of each lab worker (student, staff, TA or Instructor) to know his/her role in anemergency and respond appropriately, always safeguarding lives and the safety of people first.

PREPARE TO RESPOND

Learnemergency equipment. Begin by studying the equipment provided in the Teaching Lab(and in each new lab you enter). Learn the locations of the:

exit doors,

telephones (if any),

shower/eyewash,

first aid & spill kits,

fire extinguishers &

fire blanket

Learn to use these item: listen to your TAs introduction and read the sections onFIRST AIDandFIRE SAFETY.

Learn how to call for help, when needed.

TECHNIQUE: Call foremergency assistance

858-534-4357

Campus emergency operator will send help for medical emergencies, fires, plumbing orelectrical problems.

Prevent Injuries and Spills

Dispose of broken glass and other hazardous items, such as corrosive liquids or flammableproducts (seeWASTE MANAGEMENT) so these items do not cause injury. Dispose of allnonhazardous rubbish in the trash cans and keep floors clear & dry at all times. Each lab isprovided with a storage area for backpacks & other personal items away from work areas andoff lab floors. Careful storage protects workers from tripping and protects books and othermaterials from contamination.

You may have information that should be given to an Emergency Responder (paramedics oremergency room staff) if you are injured or involved in an accident and not able to respond. Thisinformation (allergies, medications, etc.) can be recorded on anEMERGENCY RESPONSEINFORMATIONform. The Lab Staff strongly encourages everyone to complete this form and

make it available by securing it inside the back cover of the student lab notebook. Carry a copyin your wallet or backpack. If needed, the information will be passed only to EmergencyResponders. Anyone carrying emergency medication should make the lab supervisor oranother student aware of its location so they can assist, if needed.


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CLOTHING FIRE: STOP! DROP! ROLL!Fire on Clothing or Hair is a serious emergency that requires immediate response from thenearest unaffected person, as the victim will be unlikely to remember previous training.

STOP: Prevent the affected person from running, as running feeds the flames and

makes the fire worse; use any means available to stop him/her. DROP: Dropping to the floor allows the next step. ROLL: Roll the affected person to smother flames. Use whatever is at hand to help. Emergency shower/eyewash is a good response to a fire, if it is nearby.Do not

travel more than a step or two to reach it -STOP! DROP! ROLL! Fire blankets or any other available item (coats, blankets, jackets, sweatshirts, etc.)

can be used to smother a fire once a person has dropped to the floor. Do not wrap aperson who is on fire and still standing forming a chimney will promote the fire.

FIRST AID

A lab injury or a sudden illness requires an alert and immediate response from nearestuninjured persons on the scene. An injured person may not remember training or may be unableto listen to instructions. Since minimizing time before aidis critical in minimizing injuries fromburns and chemical spills, those nearby must respond and give what aid they can wheneverdoing so does not increase danger to others. Dont do anything that will increase the number ofinjuries.

Everyone should take an opportunity to be trained in at least Basic First Aid. Classes are offeredthrough various community organizations, through the University, and by the American RedCross.

Call for assistance (858-534-4357)& notify Lab Staff. Seek medical assistance and give allinformation (including the nature and concentration of the spilled material plus the injuredpersonsEMERGENCYRESPONSE INFORMATIONform, if available) to EmergencyResponders. TA and involvedpersons will complete anAccident Report.

Those not directly involved in theresponse should keep the areaclear for responders to work. Ifyour assistance isnt needed at

the moment, remain available togive assistance if needed.Waiting outside the lab providesprivacy; if extra dry clothing isneeded, ask in the Stockroom. Ifemergency shower is in use,floors will be slippery.
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MINOR INJURIES: BURNS & CUTS

Notify TA without delay, even for the most minor injuries. Identify possible chemicalcontamination or exposure and seek First Aid:

Cool burns and dilute/remove contaminates with cool running water.

Continue rinsing for 15 minutes no soap or scrubbing.

Wash cuts gently; apply pressure to stop bleeding.

Apply bandages in First Aid kits.

TA and injured student work together to complete an Accident Report (available in the lab) andreturn the report to the Stockroom. Request replacement first aid items to restock the First Aidkit & leave it ready for another class.

SUDDEN MAJOR ILLNESS

Major illness may include

serious cuts or burns,

difficulty breathing, seizure,

loss of consciousness,

anyhead wound.

First responder is the nearest person on the scene (student, TA, Instructor or staff):

call for assistance,

prevent further injury/contamination,

apply pressure to stop bleeding and,

if trained, begin CPR where needed

notify Lab Staff

Identify possible chemical contamination or exposure and give information (includingMSDSandEMERGENCY RESPONSE INFORMATIONform) to Emergency Responders.

Fire blankets are provided in the labs. Use the blanket to cover a person who is ill or injured tokeep them warm & prevent shock. TA/Instructor will complete an Accident Report.

HAZARDOUS CHEMICAL SPILL ON SKIN OR IN EYE

In the best spill situation, a chemical lands on clothing that can be quickly removed lab coatsare especially easy to peel away, often before liquids penetrate. Dont wait to open buttons.

Once the contaminated clothing is away from skinsurfaces, evaluate whether there is a skin exposure (or

just a laundry/disposal problem).

RINSE with water only no soap or scrubbing. Beginimmediately and continue rinsing for15 minutes. Ifserious injury is suspected, continue rinsing untilparamedics arrive on the scene and begin medicalevaluation.

WATCH THE CLOCK. An uninjured person must keeptime.

EYEWASH provides direct rinsing for face & eyes:

Begin rinsing with goggles on

Remove goggles and continue rinsing.

Gently hold eyes open with fingers.


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EMERGENCY SHOWERS rinse the whole body, cool burns and dilute/remove contaminates. Itprovides unheated domestic (drinking) water in massive quantities; use it to rinse offcontamination on skin or extinguish fires on clothing.

Use with eyewash, if both are needed.

Remove contaminated shoes and clothing while rinsing to separate contamination from

skin surfaces. No drains are provided, expect the water to pool in the lab, soaking anything on the floor.

Walkways will be slippery. Lab Staff will call Facilities Management to deal with the water.

BUILDING EVACUATION

A major event, such as a major chemical spill, a fire or an earthquake, may require BUILDINGEVACUATION. Each University building has anassigned assembly location, chosen to allowgroups to gather away from buildings, clear of Emergency Responders operations, and awayfrom overhanging power lines and tree branches. Your assembly location may be moved toallow Emergency Responders (Police, Fire Fighters, Paramedics) to work. Follow all instructionsof Emergency Responders.

The CHEM Teaching Labs do not conduct fire drills. When you hear an alarm, alwaysassume it is real. Remember that your first priority is always the safety of people. If you can doso safely and without delay, shut down open flames or electrical equipment in your area.

Exit the building quickly.

If you can do so without delay, turn off gas flames and electric heaters and gather yourpersonal belongings (you may not be able to re-enter the building).

Use only the stairs remember that power(& elevators may fail.

If you can do so without injuring yourself, assist others,especially with stairs.

If you cant help, you can take information to Emergency

Responders; reporto whathelp is neededo wherethe person is located.

Gather your group at yourassembly location. TA or Instructorwill take roll to assure that everyone is safely evacuated besure you are counted.

Notify a Emergency Responder if anyone is missing. A completeaccounting is essential, as Emergency Responders will search formissing persons, even in dangerous buildings.

Report any information you have about damage to the building orabout the situation in the building (location of the fire, etc.). Do not leavethe area or re-enter the building without explicit instructions.

An earthquake evacuation is a special case: wait until theshaking stops. If the first jolt knocks you down, dont try to get up, butshelter against a wall and away from windows or other glass that may shatter; keep your bodylow and protect your face and neck. Be aware that light fixtures may swing loose and watch forunsecured equipment that may be shaken off a table or bench. When the first shaking stops,evacuate as for a fire, paying special attention to reporting damage and unsafe conditions.


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EMERGENCY RESPONSE INFORMATIONStudents & staff may, at their own discretion, provide information to assist responders in case of emergencies; revised/replaced as needed.Students: Tape this form INSIDE THE BACK COVER OF THE LAB NOTEBOOK. Staff: carry in wallet/backpack. If you are ill/injured andcannot respond, this information will be provided to emergency responders (paramedics/hospital personnel).

NAME _____________________________________ EMERGENCY CONTACT (i.e., a responsible person whoshould be notified if you are ill/injured)

ADDRESS _____________________________________________________________________________

Name ____________________________________________Address __________________________________________

PHONE ____________________________________ __________________________________________________DATE OF BIRTH _____________________________ Relationship ______________________________________UCSD ID # _________________________________ Phones ____________________________________________

MEDICAL INFORMATION(List ALL allergies (food, medication, plants, bites, etc.), ongoing medical concerns, and history of serious illness/seizures/fainting.)

DO YOU WEAR CONTACT LENSES? (important in case of eye injury) Yes __ No __CURRENT MEDICATIONS (Copy information from medication labels forall medicines prescription & over-the-counter.)Name of medication Dose Frequency

example: Tetracycline 250 mg twice/day

Sudafed 200-400 mg as needed for sinusitis headache

_______________________________________________ _______________ ___________________________________________________________________________________________ _______________ ____________________________________________

_______________________________________________ _______________ ____________________________________________

EMERGENCY RESPONSE INFORMATION forms are available in Teaching Labs and in the LabsStockrooms.


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BUILDING EVACUATIONNatural Science Building

NShut down open flames & electrical equipment in your work area.Close doors as you leave.

Use stairs only elevators may fail.

Assist others where possible report injuries to Emergency Responders.

Assemble your group between Pacific Hall, NSB and Urey Hall keep all driveways clear.

Take roll & report missing persons to Emergency Responders.

Follow instructions of Emergency Responders.

Return to building only on instructions of

Emergency RespondersEH&S Staff

Lab Staff.

Pacific Hall

NaturalSciences(NSB)

ASSEMBLEHERE

Urey

Hall


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BUILDING EVACUATIONYork Hall

N YORK HALL

Shut down open flames & electrical equipment in your work area.

Close doors as you leave.

Use stairs only elevators may fail.

Assist others where possible report injuries to Emergency Responders.

Gather your group in Revelle Plaza take roll & report missing persons to EmergencyResponders.

Follow instructions of Emergency responders.

Return to building only on instructions of

Emergency RespondersEH&S staff

Lab Staff.

REVELLE PLAZAASSEMBLE HERE

GALBRAITHHALL


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EMERGENCY AND DISASTER RESPONSE Questions:

What is an EMERGENCY RESPONSE INFORMATION form and who should use one?Where can you get a replacement if yours is lost or needs revision?

Suppose you carry emergency medication that may be needed on short notice. What arethe pros and cons of informing others (roommates, lab partner or lab supervisor)of its use & location?

How does building evacuation for an earthquake differ from evacuation for a building fire?

How often does the Chemistry Department run fire drills in the Teaching Labs?

Where does your class assemble in an evacuation? Why?

If you get a chemical splashed in your eye(s), you should flush your eye(s) with runningwater for at least how many minutes?

Where is the First Aid kit in your lab stored?

Where is the fire blanket? Why was that location chosen?

What might be your role in an emergency response if you were the nearest uninjuredperson? If you are at the other end of the room?

Who should be notified in case of a sudden illness or injury in the lab?

Suggest appropriate situations in which the emergency shower/eyewash would behelpful.


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4. HAZARDOUS MATERIALS

A substance is called a hazardouschemicalif it has one or more of the followingcharacteristics: toxicity, reactivity (including radioactivity), flammability, corrosivity.

In addition, it may be a hazardous material if it presents physical or electrical hazards, such assharp edges, extreme temperature, or high voltage.

UNDERSTAND THE HAZARD THEN MINIMIZE THE RISK

A hazardis an inherent property of the material and not generally something that can bechanged.

The associated riskof being injured by a hazardous material is a combination of the inherenthazard and the degree to which a worker is exposed. Understand the hazard then minimizethe exposure to minimize the risk. When there is no exposure, there is no risk of injury.

Hazardous materials are found in nearly all workplaces and in most homes & hobby shops. Thehazards inherent in the materials do not change with location or intended use. Check yourgarage and cleaning supplies for labels that warn (often in very small lettering):

"wear gloves" or

"use only with adequate ventilation."

These materials (from razor blades to concentrated acids) should always be handled with careand disposed of properly, whether found in a chemistry lab, a manufacturing shop, or a homecleaning or hobby cupboard.

Hazardous materials found in homespresent a special hazard to untrainedfamily members, especially smallchildren. Once trained, each of ourstudents becomes a resources in thecommunity, able to educate friendsand family member about hazardousmaterials and how they can protectthemselves.


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HAZARD IDENTIFICATION

Hazardous Chemicals are TRICKYMaterials. Hazardous chemicals fall into one or more ofthe following groups:

Toxic

Reactive (including radioactive)

Ignitable (flammable) Corrosive

The mnemonic TRICky(from the initial letters) is a reminder that these materials may havesome surprising properties. One material may fall into any combination of these groups.

Characteristics which are useful in controlled chemical reactions may become injurious ifallowed to proceed in contact with living tissues or if the reaction proceeds more quickly thandesired. For example, a reaction of a base with a fat used commercially to form soap willalso cause a deep penetrating chemical burn if the fat involved is a part of your skin or eye. Thematerials and the hazards dont changed just the exposure. In another case, a useful oxidation

reaction may proceed slowly under controlled conditions or explosively when uncontrolled.Toxic materials cause poisoning or illness through a wide variety of routes. Toxicity is a difficulthazard to quantify and predict. Some special cases include:

Carcinogens (materials that cause cancer) are a special group of toxic substances, asare mutagens and teratogens.

Irritants cause transient effects which may be mild or serious.

Allergens may cause reactions in people who have become sensitized through previousexposure.

Asphyxiants interfere with the supply of oxygen to vital organs:o a chemical asphyxiant(such as CO) deprives the body of oxygen;o

a simple asphyxiant(such as CO2) displaces oxygen in the air.Reactive materials are those likely to react spontaneously under normal (or relatively mild)conditions. Uncontrolled reactions may cause explosions or start fires. Reactives may includeoxidizers(such as nitrates, -NO3) or strong reducers(such as hydrazine, NH2NH2), as well asthose that react spontaneously with water or air.

Other materials are stable in themselves, but must be kept apart from materials with which theywould react strongly (incompatiblematerials); careful storage of hazardous materials keepsincompatible materials separated. Thus, acids and bases are stored in such a way that theywould not mix, even if the bottles were broken.

Radioactivematerials are a special case of reactive materials. Radioactive materials emit

ionizing radiation as unstable atomic nuclei decay to form more stable nuclei; the emittedradiation (which may occur in several forms) may damage living tissues or effect changes innearby materials. Ionizing radiation may also be emitted by machines such as X-ray machines.

The Teaching Labs do not currently use any radioactive materials; any workplace in which youwill use such materials will be required to provide training in the appropriate use & precautions.

Flammable (ignitable) materials are those that readily ignite & burn in air. Many commonsolvents are highly flammable and require special care.


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Corrosives are materials (solids, liquids or gases) that causecorrosion on metals or 'eat away' living tissues. These may beacids (such as hydrochloric acid, HCl, or sulfuric acid, H2SO4) orbases (such as sodium hydroxide, NaOH, or ammonium hydroxide,NH4OH). Strong bases are a particular eye hazard (see thereaction between fat & base, above). These materials are very

difficult to wash from eyes.

Physical/mechanical hazards are common in labs and otherworkplaces. Injuries from slipping, tripping, falling, crushing andcutting are among the most common in American workplaces.

Keep walkways clear and keep floors dry.

Manage electric cords to keep them clear of walkways andwork areas.

Read and understand the instructions for any machinebefore using it.

Restrain hair and clothing.

Sharps are any items that could cut through a plastic trash bag. These include razor blades,needles, fine pipettes, and any broken glass. Carefully dispose of sharps in the specialcontainers provided in the labs never to the ordinary trash. This practice protects labworkers as well as others who may enter the lab.

TECHNIQUE: Clean broken glass shards from floors/tables with a brush & dust pan.Carry the sharps to the BROKEN GLASS BOX without touching the glass with hands.

Thermal hazards arise when materials are substantially hotter or colder than ambient(surrounding) temperatures. Use tongs, insulated gloves or other aids to guard hands and otherskin surfaces from contact with extreme temperatures. Remember that hot glass looks just likecool glass.

TECHNIQUE: To detect whether an item (such as a beaker) is hot, hold a hand severalinches away and slowly move the hand closer until you can feel heat radiating from thesurface. Set hot glass in a labeled area, on a mat, or in a second heat-proof containerwhile it cools. Use similar precautions to protect skin surfaces when working with verycold (cryogenic) materials, such a liquid nitrogen or dry ice (CO2(s)).

Risk of electrical shock arises when current runs in unplanned ways. This may result fromworn, damaged or improperly grounded instruments.

Read and understand the instructions for any machine before using it; check all electricalcords and replace worn ones immediately.

Manage cords to reduce mechanical wear and restrain excess lengths (preventing triphazards, as well).

Do not overload circuits.

Do not operate instruments on extension cords.


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HAZARD ASSESSMENT

Some indices help us to assess the level of hazard present in a particular material.

Toxic materials cause poisoning or illness. As simple as that statement seems, it's difficult toquantify or predict toxicity. Much of what we know about human toxicity has been learned fromthe investigation of environmental contamination (such as mercury poisoning, called Minimata

disease) or industrial exposures (such as asbestosisin asbestos miners orblack lung diseaseincoal miners). In such situations, it's often difficult or impossible to determine the threshold limit(the concentration at which an effect is first observed).

Other data can be gathered by testing materials on such species as fish, mice or rats, observingeffects with increasing doses, generally with large populations. The dose at which halfof apopulation ofmicedies of an ingestedtoxin is shown as: LD50, mouse, ingestion. An LD50 will beexpressed in units of mass of toxin (mg or g) per unit of body mass (g or kg). Similarly, a toxicdose (or concentration) for 50% of a population is expressed as TD50 (TC50). From this kind ofdata, we can observe that one material is substantially more toxic than another (has a smallerLD50) in mice (and should therefore be handled appropriately by those caring for mice), but wecan't tell anything directly about the toxicity of either material in humans. We may, however,decide to be very careful with a material which is toxic in fish, mice and rats, treating it as thoughit were toxic to humans as well.

Flammable materials The flash pointof a material is the temperature at which the liquid hassufficient vapor pressure to form an ignitable mixture in air near the liquid surface; manycommon materials have flash points below common room temperatures. A material with a highvapor pressure is termed volatile. Relatively high volatility is not, in itself, an indicator of a highhazard, but may contribute to the formation of an ignitable mixture, as the vapor mixes withsurrounding air.

In addition, each material has upper & lowerflammable limits. For example, acetone (acommon and useful laboratory solvent) has a flash point of -18C and lower & upper flammability

limits of 2.6% and 12.8% in air. If a room-temperature spill of acetone produced a mixture of10% acetone in air in the immediate area of the spill, an extreme fire hazard would exist until theacetone was cleaned to less than 2.6% in air. Until that time, any spark or other ignition sourcemight ignite the flammable mixture (acetone and air), causing a fire which might spread to othermaterials.

The ignition temperature(orautoignition temperature) is the point at which the substance(liquid, solid, or gas) has enough energy to initiate self-sustained combustion. No spark isnecessary for ignition when a material reached its ignition temperature: diethyl ether(H5C2OC2H5) has an ignition temperature of 160C and can be ignited (liquid or vapor) on thesurface of a laboratory hot plate; carbon disulfide (CS2) has an ignition temperature of 95C andcan be ignited by a glowing light bulb.


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Corrosivity is assessed by testing the pH of a solution (or a solution made from the drymaterial):

A neutral solution has a pH of 7.

A pH value < 7 indicates an acid solution.

A pH value > 7 (up to 14) indicates a basic (alkaline) solution.

The more extreme the pH value, the stronger the acid or base.

The common strong acidsare completely dissociated (in 1M aqueous solution) and have verylow pH (pH < ~3):

HCl hydrochloric acid

HNO3 nitric acid

H2SO4 sulfuric acid

HBr hydrobromic acid

HI hydroiodic acid

HClO4 perchloric acid

Weak acidsgive pH values between ~3 and 7. Examples of weak acids include citric acid,(from citrus fruits: 2-hydroxypropane-1,2,3-tricarboxylic acid) and acetic acid (found in vinegars,CH3COOH). Hydrofluoric acid, HF, is also classified as a weak acid, but is hazardous becauseof its toxicity.

Strong basesare completely dissociated (in 1M aqueous solution) and have very high pH (pH> ~10):

NaOH sodium hydroxide

KOH potassium hydroxide

LiOH lithium hydroxide

RbOH rubidium hydroxide

CsOH cesium hydroxide

Weak basesgive pH values between 7 and ~10. They are often the anions of weak acidsExamples include:

ammonia, NH3, and

diethylamine, (CH3CH2)2NH.

Note that the terms strong and weak do not refer to the concentration of a solution. A strongacid or base solution can be either concentrated or dilute. Review a general chemistry text to besure you understand these terms.

TECHNIQUE: To determine whether a liquid is corrosive, set a pH test paper (availablein labs) on a watch glass. Dip a clean glass rod into the solution in question. Touch the

drop on the end of rod to the pH test strip and compare the resulting color of the strip tothe guide on the package label.


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HANDLING & STORAGE

Hazardous materials storage plans reflect our understanding that various chemical classeswill react with each other, given the chance. Reduce the chance of unintended reactions by:

storing bottles in secondary containers (trays or tubs that will contain spills)

store incompatibleitems (acids & bases oroxidizers & fuels) separately

Earthquake strips on shelf edges keep things from falling during a tremor.

Bottle caps and cupboard doors should be closed whenever not in use.

Flammable materials, which might become involved in a fire, are stored in closedcabinets, except in small quantities needed in the labs.

Observe and respect the No Storagelabels in certain areas in the labs; these areas are eithernot earthquake safe or materials stored there might interfere with fire sprinklers or otheressential systems.

Refills of hazardous chemicals. Despite our best efforts to have the materials you need readyin the lab, you may run out of a necessary reagent. Proceed with caution and follow thetechniques described below. The secondary containers (red bottle jackets and plastic boxeswith lids (for smaller items) are stored on a special shelf near the lab door. If your bottle is verysmall, set it inside a beaker in the covered box to prevent tipping & spilling.


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TECHNIQUE: To refill a reagent bottle, close the empty container and rinse/wipe theoutside of the bottle to remove any contamination. Choose the appropriate secondarycontainer and use it to carry the empty bottle to the Stockroom Service Windowattendant (in YORK 3150 or NSB 1104). Request a refill at the Stockroom and carry therefilled container back to your lab in the secondary container. Return the bottle and thecarrier to their proper storage locations.

Hazardous materials handling.

Open & close bottles with care, guardingagainst spills.

Keep a cap or lid in your hand while pouringor set it on a clean watch glass; this guardsagainst contamination of the bench top andthe reagent.

Obey signs about designated areas forparticular activities, such as flame tests.

When a procedure generates a hazardouswaste, collection the waste in a beaker,rinsing your glassware with an appropriatesolvent. Any glassware or stir bars that fallinto your beaker can be retrieved before youtransfer your waste to the appropriate wastebottle.

Clean (and report) all spills immediately (seeBASIC LAB PRACTICESandSPILLRESPONSE).

TECHNIQUE: Dispense liquids from beakers or bottles by holding a clean glass rod to therim of the pouring container and pouring the liquid down the rod. This takes a bit ofpractice but it allows you to direct the flow of liquid into the receiving vessel. Practicewith a small beaker and water.


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HAZARDOUS MATERIALS Questions:

How can you learn in advance whether a material is hazardous?

In an earthquake, all bottles in a storage container may break and mix. Which of thefollowing is an unsafe group to store together (hint: think about what class of chemicalrepresents)?

hydrochloric acid, sulfuric acid, phosphoric acid acetone, ethanol, benzene ammonium nitrate, machine oil, and potassium permanganate sodium chloride, calcium sulfate, potassium phosphate tetrahydrocannabinol, opium, sodium barbiturate

for o-chem students: What class of chemicals forms shock-sensitive, explosiveperoxides (R-O-O-R) upon air exposure and long-term (months to years) storage?

organic ethers (ROR) inorganic oxides permanganates sulfites saturated organic hydrocarbons (CxH2x+2)

Which of the following factors affects our choices in storing hazardous materials? Chemical compatibility Safety of workers who will handle containers later Earthquake safety Convenience

Regulatory mandate

How would you carry an empty 1.5L bottle to the Stockroom in order request a refill of 1 MNaOH solution? Assume NaOH (sodium hydroxide) meets at least one of the criteria forbeing hazardous.

Why are you instructed to transfer methylene chloride only in the fume hood? (Hint: goodreasons would include flammability, toxicity, liquid spills, volatility; check the MSDS formethylene chloride (CH2Cl2).

Suggest a rule that might be used to prevent tripping on backpacks in a crowded lab.

What is the best way to warn others working in the lab about the hazards of YOURmaterials?

Describe a safe method for heating materials over an open flame, such as a Bunsenburner.

Is the difference between hot and room-temperature glass visible?


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Suggest a useful strategy for handling broken or chipped glassware.

Which of the following chemicals is most likely to cause a penetrating burn, but little initialpain upon exposure to your skin? Which will cause immediate pain and burning? Whichis a significant fire hazard? Choose any that apply.

sulfuric acid (H2SO4)

sodium hydroxide (NaOH) pellets silver nitrate (AgNO3) ethanol (CH3CH2OH) acetyl chloride (CH3COCl)

Which of the following materials should ONLY be used in a laboratory fume hood? Why? Ether Methylene Chloride Hydrogen Sulfide

The HMIG (Hazardous Materials Identification Guide) rating on many chemicals in the

lab, including unknown samples, indicates the level of hazard for Health, Flammability, &Reactivity as well as the appropriate Personal Protective Equipment (e.g., 1 2 0 C).0 is the lowest and 4 is the highest rating. If a liquid material is rated '4' forflammability,how might this tend to affect yourhealth relatedexposure?

A common injury in the Teaching Labs is a hand cut from the sharp (narrow) end of aPasteur pipettes. Describe a storage strategy to avoid such injuries.


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5. HAZARD COMMUNICATION

Clear communication of hazard information allows workers to make informed decisions aboutthe work they plan to do and the materials with which they will work. Sources for suchinformation include bottle labels (manufacturer's and our own), lab signs, reference books,catalogs, and Material Safety Data Sheets.

Material Safety Data Sheets (MSDS).A Material Safety Data Sheet (MSDS) provides hazardinformation for a specific chemical or product. In the United States Right to Know laws andregulations,

Manufacturers of hazardous materials are required to supply MSDS when shippinghazardous materials in interstate commerce.

Employers are required to keep MSDS available to their employees who work withhazardous materials.

Businesses that store or handle hazardous materials are required to makeinformation about their materials available to the surrounding community (often via theFire Department or other local authority).

In other jurisdictions, such as Canada & the European Union, similar rules apply. Safety datasheetsare available in various formats on the internet: search for a chemical name or checkthe manufacturers website.

Students in the Teaching Labs are not employees (although the TAs are) and no similarregulation currently constrains the University to make such MSDS available to students. Prudentpractice, however, suggests that everyone working in an area should work with similarexpectations and standards. It is expected that our students will enter into workplaces where

these regulations apply fully. MSDS are therefore made available to students on the same basisas to employees (Instructors, TAs & staff). Use MSDS to investigate the hazards of thematerials you plan to work with and list the hazards, along with the materials and the quantitiesneeded in you lab notebook.

Hazardous Materials Identification Guide (HMIG) ratings are shown on many chemicals inthe labs, including unknown samples prepared for analysis by students. This rating, along withother information sources (seeHAZARD COMMUNICATION) can help you evaluate thehazards of the materials you work with. This system indicates the level of hazard forHealth,Flammability, & Reactivity as well as the appropriate Personal Protective Equipment (PPE).In each category:

0 = minimal, 1 = slight,

2 = moderate,

3 = serious

4 = extreme hazard.

For example: a bottle may be marked HMIG 1 2 0 C indicating that the healthhazard

(including considerations of toxicity, corrosivity, and other health effects) is slight; theflammability hazard is moderate (requires moderate heating to ignite; flash point 100 200F);


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the reactivity hazard is minimal (normally stable & does not react with water); a PPE rating of Cis a recommendation for the use of goggles, gloves and an apron (or lab coat). Posters in thelabs show the details of this labeling system.

Globally Harmonized System. During 2012, the Occupational Safety and HealthAdministration (OSHA) is expected to publish a revision to the federal Hazard CommunicationStandard (Code of Federal Regulations (CFR) section 1910.1200). The standard willincorporate most elements of the United Nations Globally Harmonized System of Classificationand Labeling of Chemicals (GHS), and will create a new US format for hazard communication.The resulting Standard will replace the present system.

MSDS ORGANIZATION

MSDS are organized according to a set pattern, although a variety of formats will be seen. Youcan expect to find the following information:

1. Identity of the material, including its chemical and common names. For example:

brand name: Clorox(TM)

chemical name: sodium hypochlorite common name: bleach.

2. Hazardous ingredients (in parts as small as 0.1%).

3. Physical & chemical hazards and characteristics (unstable, reactive, flammable,explosive, corrosive, etc.).

4. Health hazards, including:

Acuteeffects, such as burns or unconsciousness, that may occur immediately. Chroniceffects (such as allergic sensitization, skin problems, or respiratory

disease) that may appear over a period of time or after long exposure.

5. If the material is listed as a carcinogen by the US Occupational, Safety & HealthAdministration (OSHA), the International Agency for Research on Cancer (IARC), or theNational Toxicology Program (NTP).

6. Exposure limits, primary routes of entry into the body, specific target organs likely tosustain damage, medical problems that can be aggravated by exposure.

7. Precautions and safety equipment.

8. Emergency and first aid procedures.

9. Specific fire fighting information.

10. Procedures for cleanup of spills and leaks.

11. Precautions for safe handling and use, including personal hygiene.12. Identity of the organization responsible for creating the MSDS, date of issue, and

emergency phone number.

Note that there are a number of items needed by a lab students (melting points, boiling points,etc.) not normally found in MSDS.


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LOCATE AN MSDS & BUILD YOUR COLLECTION

Bookmark theUniversity of California MSDS search site. If requested, give

USERNAME = ucmsds PASSWORD = msds1868

UCSD Environment, Health & Safetyand the Science & Engineering Library Paper copies in the Teaching Labs Stockroom (YORK 3150 or NSB1104)

Selected collections in specific labs for the materials used in that lab

General information on using MSDS is availablevia EH&S.

Once you have the MSDS for a particular chemical, file it on your computer for easy futurereference.

When preparing for lab, build a table of materials to be used. Including the quantity neededwillallow you to think about the possible risk (exposure if spilled).

MATERIAL NAME HAZARDQUANTITYNEEDED

PROTECTION/EQUIPMENTNEEDED

LABEL YOUR MATERIALS

Hazard communication includes warning others about the hazards of your materials lettingothers know what youve learned. Label all containers before filling them

Think ahead & plan the labels you will need for your work. In WORD, try the following.

Open the Table menu and choose Insert.

Specify the approximate number of columns & rows needed. You can add or delete cellslater.

Copy the general format from the example NaOH labels below.

Always include: your name & date your room & locker number the substance to be contained: write full chemical names; include abbreviations, if

desired concentration of solutions: if you only know approximate concentration, use that.

Add more information by hand as it becomes available; your Sharpie marker willwrite on the clear tape.

hazard information: check the MSDS for this information. Save your labels to a file. Its often easier to revise a sheet of labels (& save to a new file)

than to start from scratch.

Cut the labels apart & tape them to your bottles & flasks with clear tape. When no longerneeded, remove them by cutting down through the center of the label & peeling towardthe edges.
http://www.ucmsds.com/http://www.ucmsds.com/http://www.ucmsds.com/http://blink.ucsd.edu/sponsor/EHS/index.htmlhttp://blink.ucsd.edu/sponsor/EHS/index.htmlhttp://libraries.ucsd.edu/locations/se/http://libraries.ucsd.edu/locations/se/http://blink.ucsd.edu/safety/resources/MSDS/http://blink.ucsd.edu/safety/resources/MSDS/http://blink.ucsd.edu/safety/resources/MSDS/http://blink.ucsd.edu/safety/resources/MSDS/http://libraries.ucsd.edu/locations/se/http://blink.ucsd.edu/sponsor/EHS/index.htmlhttp://www.ucmsds.com/


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WRITING LABELS:. Prepare your labels as part of your lab preparation & label all containers.Copy this table (into a word processor) and customize it for your needs.

Name..................................................................

Date ............... ......... Locker ............. Room .............

CHEMICAL NAME

CONCENTRATION ...................................

HAZARD

JOHN PALMER

DEC. 12, 2012 Locker .23, Room YH3208

SODIUM HYDROXIDE SOLN (~1.5M NaOH)

CONCENTRATION ...................................

CORROSIVE

Other sources of informationMSDS are not available for all chemicals you can expect to use or produce in lab exercises;materials that are not sold in interstate commerce are not covered by Federal law andregulations. When seeking either safety information or physical data, also check:

Bottle labels, including the original manufacturer's label and the ones prepared whentransferring materials to smaller bottles (secondary containers). Pay careful attention tothe labels on consumer products available in hardware, grocery & hobby stores. Someof these products can be extremely hazardous.

Other web sites. The UCSD Department of Environment, Health & Safety maintains agoodlist of sites.

Reference books. A number of these are available for student use in the Teaching LabsStockroom (YORK 3150 or NSB 1104). Examples include

Merck Index. CRC Handbook of Chemistry & Physics. Various manufacturers' catalogs, such as the Aldrich catalog, contain a wealth of

information. Saxs Dangerous Properties of Industrial Materials is available on-line via the

UCSD Libraries reference collection.

For assistance in understanding and interpreting data, seek out:

your TA & Instructor,

Teaching Labs Safety Coordinator,

Chemistry Department Safety Director,

labs staff person assigned to your course, and

safety professionalsat UCSD Department of Environment, Health & Safety:
http://blink.ucsd.edu/safety/resources/MSDS/http://blink.ucsd.edu/safety/resources/MSDS/http://blink.ucsd.edu/safety/resources/MSDS/http://ehs.ucsd.edu/http://ehs.ucsd.edu/http://ehs.ucsd.edu/http://blink.ucsd.edu/safety/resources/MSDS/


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HAZARD COMMUNICATION Questions:

Where can you locate the MSDS on a material you plan to use in lab?

When is a student permitted to access the Teaching Labs' MSDS files?

Where can you access MSDS files on the web?

When is an employee allowed to use MSDS from the employer's files?

State the responsibilities and rights of the student under the US Federal HazardousCommunication Standard of OSHA

State the responsibilities and rights of the worker under the Hazardous CommunicationStandard of OSHA

State the responsibilities and rights of the supervisor/employer under the HazardousCommunication Standard of OSHA

Who has a right-to-know? Know what?

Locate and read the MSDS for 4 of the following substances. For each material, find themolecular formula, the hazards to health, the degree of flammability, if any, and thereactivity of the material. Consider whether each one is toxic, reactive, flammable orcorrosive (is it TRICky?).

hydrochloric acid

sodium hydroxide acetone ethanol potassium permanganate diethyl ether

For each of the materials given above, write a label for a container holding 100 mL of a0.5M solution that you will store for several weeks.


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6. ENGINEERING & ADMINISTRATIVE CONTROLS

Engineering controls are the built-in protections which distinguish a properly constructed labspace from an ordinary office space. Engineering controls provide passive protection theyprotect all workers in an area without action on the workers part. They include fume hoods, airhandling systems, fire sprinklers, and fire walls & doors.

Administrative controls are the rules we work under, whether they are rules agreed by agroup of co-workers or those imposed by an employer or teacher. OurLAB RULESare anexample of a set of administrative controls, as are theBASIC LAB PRACTICESin Chapter 1.Others are the signs posted in labs directing (or forbidding) particular actions.

Fume hoods & air handling systems carry fumes and vapors away from a worker's breathingspace. Our labs use 100% fresh air. An office or home ventilation system typically recirculatesmost of the air (to save energy), adding a small portion of fresh makeup air. Our lab systemsupplies enough fresh air to allow the entire volume of air in the lab to be replaced ten timeseach hour.

Keep lab doors closed as much as possible to allow the ventilation system to work asdesigned.

Open hazardous volatile materials (those that vaporize easily) only in the fume hood.

Set up equipment at least 6" back from the sash to capture fumes and vapors.

Close the hood sash as much as possible, opening the windows just enough to do your

work while maintaining proper air flow. Observe the arrows posted on the frame and the window of the hood (see photo above).

Matching the arrows places the sash in the highest operating position. Open further toplace large equipment into the hood, but close at least to the arrows before beginningwork.

View video presentation (Basic Fume Hood Air Flow and Operation)on ourSafetyVideospage for a good working demonstration.

OPEN ONLYIN HOOD

NOTICE:Failure to

follow procedures may

cause your supervisor to

explode.
http://blink.ucsd.edu/safety/research-lab/laboratory/videos.htmlhttp://blink.ucsd.edu/safety/research-lab/laboratory/videos.htmlhttp://blink.ucsd.edu/safety/research-lab/laboratory/videos.htmlhttp://blink.ucsd.edu/safety/research-lab/laboratory/videos.htmlhttp://blink.ucsd.edu/safety/research-lab/laboratory/videos.htmlhttp://blink.ucsd.edu/safety/research-lab/laboratory/videos.html


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Fume hood alarms indicate a malfunction inthis protective air handling system. Never tryto silence an alarm without finding and fixingthe problem. When an alarm sounds, checkto make sure the sash is properly positioned

this alone may silence the alarm, indicating

that the problem is fixed. If the alarmcontinues, notify the Lab Staff so the fumehood can be repaired. Tape a note on thehood noting when the problem was reported& to whom. Use another hood until thebroken one is fixed. If all alarms in one roomare sounding, suspect a system failure.Report the alarms to the Lab Staff and delayany work that needs fume hoods.

Fire protection.All our labs have firesprinklers, although not all are obvious; someare recessed into the dropped ceilings.Sprinklers are heat activated and respondone at a time usually one sprinkler willextinguish a lab fire. In a larger fire, fire walls& closed fire doors provide a 1-hourfireenvelope, delaying the spread of a fire andprotecting both occupants & EmergencyResponders.

Keep all lab doors closed and always closethem when leaving. In a fire, the walls and

fire doors will contain the fire, allowing evacuation through the adjacent hallway. They also allowfire fighters to approach the room and set up their equipment before they are exposed to thefire.

ENGINEERING & ENGINEERING CONTROLS Questions:

What are fume hoods for and how should they be used?

Why are lab workers instructed not to prop open lab doors for fresh air?


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7. PERSONAL PROTECTIVE EQUIPMENT (PPE)

THE MINIMUM LEVEL OF SAFETY PROTECTION NECESSARY TO WORK IN THE TEACHING LABS IS SAFETYEYE PROTECTION, LONG PANTS (OR EQUIVALENT), CLOSED SHOES, AND LONG (KNEE-LENGTH) LABCOAT.STUDENTS WHO ARRIVE UNPREPARED OR INAPPROPRIATELY DRESSED WILL BE DISMISSED UNTILREADY TO WORK.

LAB CLOTHING

Appropriate clothing for lab workers (students, staff, TA and Instructor) takes into account thechemical and physical hazards of lab work the presence of corrosive and flammable materialsas well as the use of open flames.

Choose long pants (or equivalent clothing), to protect legs from spills and splash.

Shoes that are closed all around are required to protect the feet from broken glass andchemical spills. Sandals, ballet flats and other open shoes are inappropriate. A closed shoemade of nonabsorbent material with a tread that will not slip on a wet floor is preferred. Beaware that sturdy boots or safety shoes are standard practice in many workplaces.

Wear a long-sleeve, knee-length lab coat closed to protect skin and clothing. Restrain shirt andsweater sleeves so they dont protrude beyond coat sleeves. Labs are kept cool so long clothing(trousers and lab coats) is comfortable.

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Chemistry Lab Safety Guide

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